Intelligent tutoring system

About: Intelligent tutoring system is a research topic. Over the lifetime, 3472 publications have been published within this topic receiving 58217 citations. The topic is also known as: ITS.

A Confident Agent: Toward More Effective Intelligent Distance Learning Environments.

Abstract: In this paper, we propose a multi-agent approach to building more Cooperative Intelligent Distance Learning Environments (CIDLE). We define a Confidence Agent in Intelligent Tutoring System (ITS) in such a way that an ITS would improve the quality and efficiency of its teaching. To achieve this goal, we propose a Confidence Intelligent Tutoring System (CITS) to manage negotiations within a community of on-line learners to improve CIDLE interactions among the participants. The proposed system can extract knowledge about domain knowledge and about learners behavior during a learning discussion. Therefore, it infers the behavior of learners, and adapts presentation of subject mater in order to improve their success rate in answering questions and boost their self-confidence during learning session. In addition, we discuss architectural problems of the CITS and their solutions..

An Affective Module for an Intelligent Tutoring System

Abstract: There is a growing body of evidence that supports the claim that affect plays a critical role in decision-making and performance as it influences cognitive processes [1], [2], [3]. Despite this body of research the role and function of affect is not generally recognized by the disciplines that address the broad issues of understanding complex systems and complex behavior, especially in the presence of learning. The innovative models and theories that have been proposed to facilitate advancement in the field of human-computer interaction (HCI) tend to focus exclusively on cognitive factors. Consequently, the resulting systems are often unable to adapt to real-world situations in which affective factors play a significant role. We propose several new models for framing a dialogue leading to new insights and innovations that incorporate theories of affect into the design of (affect-sensitive) cognitive machines.

Towards an Intelligent Tutoring System Architecturethat Supports Remedial Tutoring

Abstract: For successful teaching to take place an intelligent tutoring system has to be able to cope with any student errors that may occur during a tutoring interaction. Remedial tutoring is increasingly viewed as a central part of the overall tutoring process, and recent research calls for adaptive remedial tutoring. This paper discusses the issues of remedial tutoring that have been proposed or implemented to support efficient remedial tutoring. These issues serve to uncover any underlying principles of remediation that govern remedial tutoring with intelligent tutoring systems. In order to incorporate these principles of remediation into intelligent tutoring systems development processes this paper continues with the development of a model that can be employed in the development of an intelligent tutoring system that is capable of offering remedial tutoring according to these principles. This model is a formalisation of remedial interventions with intelligent tutoring systems. To demonstrate how the model can be employed in developing an intelligent tutoring system, INTUITION, the implementation of an existing business simulation game, has been developed. This paper concludes with an illustration of how the model for remedial operations provides for remedial tutoring within INTUITION. The evaluation of INTUITION shows that the model for remedial operations is a useful method for providing efficient remedial tutoring.

Distributed, game-based, intelligent tutoring systems — The next step in computer based training?

Abstract: This paper proposes what may be the step in computer based training, a distributed, game-based intelligent tutoring system, and discusses possible complications with creating such a system. Recent research has demonstrated a positive effect on learning by integrating intelligent tutoring systems within virtual worlds and video games as teaching aids. These systems cover many topics including reading and math for elementary students as well as computer programming, physics, and medicine for college level students. As well, there has been work demonstrating the positive outcomes of using web-based tutoring systems. While these systems have shown that computer based training is effective, none have investigated multi-user tutoring systems in which teams of players work together within a virtual world to solve more complex problems such as operating a multi- operator robot. Such a system could increase a students understanding of a subject by allowing them to discuss the problem in real time with the other players on their team.

Multiple multimodal mentors: delivering computer-based instruction via specialized anthropomorphic advisors

Abstract: We describe the Smalltalk Gurus, components of the MoleHill intelligent tutoring system for Smalltalk programming. The Gurus offer help on plans for achieving goals in the Smalltalk environment, as well as remediation for students' incorrect and less-than-optimal plans. The Gurus' assistance is provided via the multimodal media of animation and voice-over audio. MoleHill employs multiple Gurus to deliver advice and instruction concerning disparate information domains, thus facilitating learners' cognitive organization and assimilation of new knowledge and information. We have labelled the approach instantiated by the Smalltalk Gurus the guru instructional model, one which is generally applicable to computer-based advisory systems.